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Abstract

The purpose of the chapter is to provide an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and to familiarize teachers with a more constructivist approach to pre-school science instruction.

Literature Review

In this section, the authors provide a framework for understanding the purpose, goals and outcomes of the pollinator project. We begin by discussing the importance of pollination to the future of the environment and hence to the curriculum. To facilitate learning, instruction on pollination can begin as early as the preschool years while the brain is undergoing rapid development. This instruction is best accomplished through a constructivist approach that fosters a caring, play-centered approach to learning. This section concludes with an explanation of the importance of providing preservice teachers with an experience in creating inquiry-based instruction.